Teaching a child how to tie their shoes using the scaffolding theory - Research Paper Example

Running Head: SCAFFOLDING THEORY Teaching A Child How To Tie His Shoes Using The Scaffolding Theory SCHOOL What is Scaffolding Theory? The term‘scaffolding’ originated from the works of Wood, Bruner and Ross (1976) entitled “The Role of Tutoring in Problem Solving.” Scaffolding is a metaphor that explains the technique a teacher provides assistance to support a student’s learning process. In the application of the scaffolding theory, the teacher helps the student to perfect a task that was once beyond the student’s capacity.

A scaffold or support is rendered until such time when the student can perform a task independently. The scaffold, however, do not alter the nature of the task nor does it lessen its complexity. It is essentially a link used to build upon a student’s familiarized skill to move on to a much higher mastery of the concept. Mistakes are inevitable, however, with proper advice and prompting from the teacher, the student is able to accomplish the task. Upon mastery of the goal, the teacher gradually removes the scaffold to allow the child to function without assistance.

When appropriately implemented, scaffolding will serve as an “enabler” and not a “disabler” (Benson, 1997). According to Vygotsky, “What the child is able to do in collaboration today he will be able to do independently tomorrow.” (Vygotsky, 1987). Instructional scaffolding may be done in sequential order and in different techniques. It may also be a combination of methods, such as modeling the desired task; breaking the task into simpler, manageable parts; thinking-aloud approach; two-way learning, which encourages teamwork among peers; prompting and questioning; training; or modeling.

The teacher has to be aware of maintaining the student’s interest in tracking down the task, at the same time, not putting too much stress on the child. Tasks that are beyond the child’s capacity could increase his frustration level. However, tasks that are too elementary can cause boredom and frustration as well (Lipscomb, Swanson, & West, 2004). Larkin (2002) recommends that teachers can follow some useful ways of scaffolding: Start by increasing the child’s self-confidence. Have the child perform simple tasks that the parent thinks the child can do independently or with little or no assistance at all.

This will develop self-worth. Offer adequate support to enable the child to attain success quickly. This scaffolding process will assist in lessening dissatisfaction levels and ascertain that the child remain motivated to progress onto the next step. This will also help safeguard against students becoming hopeless after a series of failures. Help students “blend in.” Students may in fact be inspired to work harder if they feel as if they have something in common with their peers. To avoid monotony, once a skill is mastered, channel the activity to a more complex one.

Be watchful of signals that the student has already mastered the skill. Scaffolding should be slowly withdrawn and later entirely removed to allow the student to become self-regulated and more independent (Lipscomb et al., 2004). Teaching a Child How to Tie his Shoes using the Scaffolding Theory Shoe-tying is within the capacity of a normal preschool-age child and is very typical in any child’s daily experience. Although the majority of kids shoes nowadays have Velcro closures, learning to tie one’s own shoes is still believed to be a growing child’s highlight that should be mastered by the age of 5.

Because children tend to lose interest quickly, teaching a child to tie his own shoes could rouse frustration on both parent and child (Kouzmine, 2010). Through a parent’s assistance and proper implementation of the scaffolding theory, a child will be able gain expertise of the desired skill and attain independence. Instructional scaffolding on the task of shoe-tying is illustrated in a step-by-step process. Instructional scaffolding by modeling the desired behavior and breaking tasks into manageable parts: The parent begins by demonstrating the task of tying shoelaces to the child.

The process is shown in sequential order: Pick up the laces; cross laces; wrap one lace under the second; pull laces tight; loop first lace; loop second lace; cross both loops; wrap the first loop under the second; pull the loops tight and produce a bow. The parent does this repeatedly while saying the same instructions over and over until the child is able to tie his shoes without prompts or assistance. With constant practice, the child gains expertise of the skill (Kouzmine, 2010). The parent clearly illustrates the different parts to shoe-tying to enable the child to perceive rational steps in a chronological order that is comprehensible and simpler to an early learner’s mind.

As the parent guides the child throughout the process, the child eventually develops confidence as he learns to do the task with expertise and ease (Lin, 2010). Instructional Scaffolding through Thinking-Aloud Method and Question/Prompting Method: Thinking aloud is a strategy that engages a parent/mentor in verbalizing the thoughts concerning the implementation of the desired behavior. The parent speaks in the course of the task as the behavior is clearly demonstrated to the observing child.

For a more emphatic approach, the parent may implement this task in the form of a song simple enough to be retained in a child’s memory. This chant may facilitate the child’s easy access to the step-by-step route of the task (Lin, 2010). The parent commences by talking aloud as assistance is given to the child: “Do you want to make “bunny ears?” “First, we need to make a knot for the bunny’s head.” “Good job! Then, we need to give bunny some ears, loop the laces into bunny ears.

” “Cross them over, like this, to make an ‘X’.” “We don’t want to make the bunny ears fall off, do we?” “Okay, one-two-three, pull tight.” (Kouzmine, 2010). As the parent thinks aloud and verbalizes through the steps, the child is able to cautiously follow his parent’s cues and finish the task. The questioning and prompting allowed the child to grasp the process until he was able to perform independently. Additionally, if the parent will apply a mnemonic chant, the child will be able to recite the process himself (Lipscomb et al., 2004). References Benson, B. (1997). Scaffolding (Coming to Terms).

English Journal, 86(7), 126-127. Kouzmine, M. (2010). Top 6 Tips for Teaching Kids to Tie their Shoes. About.com Guide. Retrieved 31 May 2010 from: http://kidsfashion.about.com/od/doityourselfstyles/tp/kidstieshoes.htm Larkin, M. (2002). Using scaffolded instruction to optimize learning. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Lin, R. (2010). What is the Scaffolding Theory? EHow.com. Retrieved 31 May 2010 from: http://www. ehow.com/facts_5998895_scaffolding-theory_.

html Lipscomb, L., Swanson, J., West, A. (2004). Scaffolding. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Vygotsky, L.S. (1987). Thinking and Speech. In L. S. Vygotsky, Collected works (vol. 1, pp. 39-285) (R. Rieber & A. Carton, Eds; N. Minick, Trans.). New York: Plenum. (Original works published in 1934, 1960). Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100.

(Handout to be given to parents) Teaching a Child How to Tie his Shoes using the Scaffolding Theory Shoe-tying is within the capacity of a normal preschool-age child and is very typical in any child’s daily experience. Although the majority of kids shoes nowadays have Velcro closures, learning to tie one’s own shoes is still believed to be a growing child’s highlight that should be mastered by the age of 5. Because children tend to lose interest quickly, teaching a child to tie his own shoes could rouse frustration on both parent and child.

As you work with your child, remember that one of our main objectives is to encourage our children to become increasingly independent. For example, we help them tie their shoes and we demonstrate them how to tie shoes until they have learned the fundamental models of tying shoes on their own and then we expect them to do it themselves or with the help of a peer. This is an example of scaffolding, which is a strategy for working with children. When you scaffold your teaching, you begin by modeling or telling them the answer.

When you scaffold, you support and guide, and gradually wean the learner away from depending on your help. *Instructional Scaffolding by modeling the desired behavior and breaking tasks into manageable parts *Instructional Scaffolding through Thinking-Aloud Method and Question/Prompting Method